About this role
Master Teacher (K-5 Academic Intervention and Instructional Coach Position Profile Position: Master Teacher School: Taylor Elementary School Reports To: Principal FTE: 1.0 Days/Year: 207 Flex Salary Schedule: 2026-2027 Licensed Educator Salary Schedule FLSA Status: Exempt Position Summary The Master Teacher-Academic Intervention serves as an instructional leader, data driven educator and academic intervention specialist who supports students with the most significant academic needs through targeted academic intervention and the development of schoolwide systems improvement. The Master Academic Interventionist facilitates district wide professional learning opportunities related to data analysis and academic intervention practices on district wide Professional Learning days. In addition, the Master Teacher provides relevant summer extended school year services to students with specific academic needs including students with disabilities. The Master Teacher plays a critical role in advancing academic achievement for all students by delivering intensive literacy and math interventions and leading data-driven decision making throughout the school including special education populations. This educator serves as a member of the instructional leadership team and works collaboratively with school leaders and staff to ensure that academic growth remains a central focus of school improvement efforts. The Academic Interventionist will supervise the special education para educators and ensure they have necessary skills to deliver high-quality interventions. In addition to supporting academic growth, the Master Teacher develops and maintains schoolwide student data systems that allow staff members to monitor academic progress, identify student needs, and make informed instructional decisions. Through leadership, the Master Teacher contributes to a culture of continuous improvement and high expectations for all students. ESSENTIAL JOB FUNCTIONS Instructional Leadership • Develop a Model Classroom for Intervention, demonstrating the required elements of the D11 Model of Instruction. • Serve as a member of the school's instructional leadership team. • Support the implementation of schoolwide instructional priorities with a particular emphasis on academic intervention and student growth for students with disabilities. • Promote the integration of targeted instructional strategies to strengthen all tiers of literacy and math instruction. • Align instructional practices to support all students. • Collaborate with administrators and instructional leaders to support school improvement planning and implementation. • Utilize continuous improvement cycles to identify instructional needs and monitor progress toward school goals. • Develop and implement an extended school year session for students with significant academic gaps, including students with disabilities. Academic Intervention Leadership • Design, coordinate, and deliver intensive interventions for students demonstrating persistent academic needs. • Ensure interventions align with students' Individualized Education Programs (IEPs), MTSS plans, READ Plans, and other individualized supports. • Collaborate with special education teachers to strengthen specially designed instruction and ensure access to grade-level curriculum. • Support implementation of evidence-based interventions for students with disabilities. • Monitor intervention fidelity across providers. • Coordinate intervention schedules, staffing, and service delivery. • Participate in multidisciplinary problem-solving teams. • Assist with educational evaluations through academic assessment and data analysis. • Analyze student response to intervention to inform referrals and eligibility decisions when appropriate. • Ensure intervention documentation supports compliance with district and state requirements. Instructional Coaching • Serve as the primary instructional coach for academic interventions throughout the school. • Develop and maintain a data tracking system to monitor literacy and math interventions. • Lead data review meetings and facilitate reflective conversations focused on improving instructional practice. • Support teachers in analyzing student work, assessment data, and instructional outcomes. • Model intervention lessons, co-plan intervention instruction, and facilitate professional learning opportunities. • Assist teachers in implementing evidence-based instructional practices. Data Leadership • Lead the development, implementation, and continuous refinement of a schoolwide student data management system. • Develop and maintain a comprehensive student data profile system that provides staff members with access to academic, attendance, behavior, intervention, and assessment information for all students. • Support the creation of student data profiles that allow staff to quickly understand each student's strengths, needs, and growth trends. • Train and support staff members in utilizing data systems effectively and consistently. • Facilitate data discussions with grade-level teams, departments, and school leadership. • Analyze schoolwide achievement trends and support action planning to improve student outcomes. • Ensure that student data is utilized to inform instructional decisions, intervention planning, and resource allocation. Collaboration & Professional Leadership • Foster a collaborative culture focused on instructional excellence, and student success. • Serve as a teacher leader who supports colleagues in achieving individual and collective goals. • Facilitate school based and district level professional learning opportunities related to literacy and math intervention practices, and data analysis. • Build strong relationships with students, staff, families, and community stakeholders. • Promote a growth mindset and culture of continuous improvement throughout the school. • Participate in leadership meetings, school events, district initiatives, and professional development opportunities as assigned. OTHER DUTIES • Perform other duties as assigned to support school and district goals. • KNOWLEDGE, SKILLS, AND ABILITIES • Demonstrated student achievement results in own classroom. • Deep understanding of evidence-based reading and math instruction and intervention practices. • Strong knowledge of instructional coaching models and effective adult learning practices. • Expertise in analyzing student achievement data and translating findings into actionable instructional plans. • Ability to facilitate collaborative conversations focused on instructional improvement. • Strong organizational and project management skills. • Exceptional communication and interpersonal skills. • Ability to build positive relationships with students, staff, families, and administrators. • Ability to clearly articulate and model effective instructional practices. • Knowledge of Multi-Tiered Systems of Support (MTSS), progress monitoring, and intervention planning. • Experience leading professional learning and supporting teacher growth. • Commitment to equity, continuous improvement, and student-centered decision making. QUALIFICATIONS • Minimum of a bachelor's degree and five years of successful teaching experience. • Active Colorado Teaching License. • Special Education Licensure is preferred and candidate must be eligible to obtain within 3 years of hire. • Demonstrated success accelerating student achievement and growth. • Demonstrated above-average student growth on standardized assessments including CMAS, MAP, STAR, or similar measures. • Experience in literacy instruction, reading intervention, instructional coaching, curriculum leadership, or related leadership roles strongly preferred. • Demonstrated expertise in data analysis, assessment, and instructional planning. • Excellent communication, leadership, and collaboration skills. • Strong time management and organizational skills. ORGANIZATIONAL RELATIONSHIPS • Reports to the school principal • Serves as a member of the school's Instructional Leadership Team. WORKING CONDITIONS • Work is performed in a typical elementary school environment. • Work includes classroom instruction, coaching, data analysis, leadership responsibilities, and professional collaboration. • Work on an expanded calendar year.
PHYSICAL DEMANDS • The work is mostly walking and standing with periods of sitting. Typical positions require workers to lift and carry up to 20 pounds; climb stairs, bend and crouch; reach, hold, grasp and turn objects; use fingers to operate computer keyboards and related technology. The work requires the ability to speak normally, to use normal or aided vision and hearing.
FLSA STATUS Exempt Calendar- 207 Flex This is a one year, Intent to Non-Renew (INR) position with the possibility of non-renewal at the end of the term. Renewal will be determined based on organizational needs, performance and other factors. Salary- Starting Salary is $100,000; this position will not receive step increases but will receive percentage increases approved by the Board of Education. Join Our Team! Join Colorado Springs School District 11 and help inspire a generation of learners. Your dedication, creativity, and expertise empower students to reach their full potential — shaping the future of our community and beyond. Base Salary Setting: Employment, assignment and salary placement, is in accordance with job description requirements. A work history is required to demonstrate job title, job duties and time worked in the position. Reference the linked How Your Compensation Is Determined for more details. Base Salary Setting (New Hires): Any newly-employed Teacher/Special Service Provider (SSP) will be placed on the appropriate lane for their educational background (BA, MA, etc). according to the official transcripts that are provided. They will be placed at the appropriate step for experience listed on the resume. Teachers will receive credit for a maximum of 14 years for any applicable teaching experience (provided that the experience occurred in the last 15 years). Base Salary Setting (Rehires): Returning employees who have previously resigned or separated from the District will be rehired at the same step they were on at the time of resignation/separation plus any new experience gained in the same job, provided step increases were approved by the Board during the years in question. See Employee Handbook (located on the D11 website) for information on salary setting for rehires (after retirement), promotions and lateral transfers. EQUAL EMPLOYMENT OPPORTUNITY School District 11 is committed to a policy of nondiscrimination in relation to disability, need for special education services (whether actual or perceived), race, creed, color, sex, marital status, sexual orientation, transgender status, gender identity, gender expression, national origin, religion, ancestry, age, genetic information, or protected activity in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. Any harassment/discrimination of students and/or staff, based on the aforementioned protected areas, will not be tolerated and must be brought to the immediate attention of the school principal, D11 administrator/supervisor or D11 nondiscrimination compliance/grievance coordinator. NONDISCRIMINATION COMPLIANCE COORDINATOR, the Office of Equal Opportunity Programs and Ombudservices, has been designated to coordinate compliance with: Equal Pay Act of 1963, Civil Rights Act of 1964, as Amended, Age Discrimination in Employment Act of 1967, Title IX – Education Amendments Act of 1972, Section 504 of Rehabilitation Act of 1973, Pregnancy Discrimination Act of 1978, and Americans with Disabilities Act of 1990. For additional information, please contact the District 11 Office of Equal Opportunity Programs & Ombudservices at 1115 North El Paso Street, Colorado Springs, CO 80903-2599, Phone: 719-520-2288, FAX: 719-520-2442 The following Board policies address nondiscrimination in District 11: AC, AC-R, GBA, GBAA, JBB, JBB-R